How To Revise for your Unit 3&4 English Exam
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Three sections
• Text Response
• Context Response
• Language Analysis
Language Analysis
Skills vs. Knowledge
Language Analysis
• 10-15 minutes of practice every 1-3 days will make more impact than ‘cramming’ in SWOT Vac.
Language Analysis
• Reading, thinking, planning
• Analysing the visual
• Identifying the issue and contention
• Identifying the best examples of persuasive language
• Grouping examples
• Using specific verbs to describe an author’s technique
• Varying the way a follow up sentence is started
What’s the link?2010: “students who attempted to work laboriously through every sentence found the task difficult. Students needed to choose which parts of the material they would use to explore the way in which language was being used.”
2010: “Some responses were just simple summaries or lists of the techniques used, with little development. These pieces did not score well as they did not fulfil the task.”
2011: In stronger responses, strategic selection, together with well-developed précis skills, allowed students to demonstrate their language analysis skills.
Reading Time
15
minutes
1-2 minutes - choose text response question, consider context prompt
2-3 minutes - read through persuasive language analysis material
8-10 minutes - mentally identify persuasive techniques and plan analysis
Bring a dictionary
• We must, at the very least, be apprehensive about this proposal.
Bring a dictionary
• The use of the word “apprehensive” brings an association of doubt and mistrust in the reader’s mind towards the idea.
Task & Background
Task & Background
Identify
• Which quote best identifies the contention
• What is one persuasive phrase/sentence used
Birmingham Library Speech - Malala Yousafzai
Which of these best identifies the contention?
• We must not forget the 57 million children are out of school
• Pens and books are the weapons that defeat terrorism
• I truly believe that the only way to have global peace...is to have reading, knowledge and education
Which of these quotes is the best example?
• A city without books... is like a graveyard
• We must not forget the 57 million children are out of school
• We must speak up for peace and development in Nigeria, Syria and Somalia
• We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour
How would you group these examples?
A city without books... is like a graveyard
We must not forget the 57 million children are out of school
We must speak up for peace and development in Nigeria, Syria and Somalia
We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour
Pens and books are the weapons that defeat terrorism.
Let us not forget that even one book, one pen, one
child and one teacher can change the world. Books are very precious.
Analysing language
• Joe Bloggs uses a rhetorical question when they say “Are we all stupid”. Rhetorical questions really only have one answer.
Students overuse these phrases
• The author writes
• The writer says
• The author uses
• The author argues
• The author thinks
Analysing language
• Joe Bloggs challenges the audience with the question: “Are we all stupid?” This challenge confronts us with a black and white choice - we can either accept that we are stupid, or think that we are smart by agreeing with Bloggs’ argument.
Praises, Celebrates, Gushes, Champions,
Supports, Effuses, Commends, Approves,
Accepts, Applauds, Understands,
Advocates, Identifies with, Esteems,
Credits ,Endorses
Labels, Dismisses, Attacks, Insults, Slurs,
Denigrates, Undermines, Criticize, Critiques, Lambasts, Denies, Demeans, Blames, Accuses, Judges, Rejects
Connects...with, likens...to,
compares...to, associates...with/to, connotes...as being
like, relates...to, attaches...to
Queries, Reflects, Raises, Wonders,
Reasons, Philosophises, Ponders, Supposes,
Speculates
Urges, Posits, Contends, Argues,
Disputes, Challenges, Opposes, Debates, Contests, Demands
Forcefully, logically, caustically, sarcastically, emphatically, darkly, quickly, humourously, emotionally, angrily, passionately, laughingly, reassuringly, authoratively, jokingly, seriously, matter-of-factly, accusingly, effusively, speculatively, challengingly, insultingly, disgustedly, righteously, absolutely, clearly, rhetorically, carefully
• A city without books... is like a graveyard
• We must not forget the 57 million children are out of school
• We must speak up for peace and development in Nigeria, Syria and Somalia
• We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour
urges;champions;connects...
with...; likens...to;supports;
reminds us;advocates
Malala likens a “city without books” to a “graveyard” creating the association for us that...
Improving analysis
Improving analysis
Visual
• Our focus is captured by the visual when / at...
• The portrayal of...as...focuses our attention because...
• ...is represented as...
• Re-inforces the point that...
• Supports the contention / argument that...
• The image visually captures the author’s argument that...
Analysing visuals
We live in an age where privacy does not exist
Our attention is captured by...
Google is represented as...
The image supports the author’s contention that......
The Context
• Expository
• Persuasive
• Creative
Expository EssayText Response:
*What is one text about?
*Examples from that one text.
Expository Essay:
*What is an idea about?
*Examples from that one context
text.*Example from other places
Expository
• ‘Our fantasies can be more powerful than our reality.’
Define ideas in intro
• A fantasy is something we know isn’t true - and perhaps isn’t even possible. It’s a fantasy because it’s different to the facts of our everyday reality. For many of us, we can enjoy escaping into fantasy through...
Whose:The powerful vs. The
powerlessThe individual vs. The
individualThe group vs. The
individualMales vs. Females
The old vs. The youngThe knowing vs. The
naiveParents vs. children
The story teller vs. the audience
Types of realityFactual, honest, created,
desired, emotional, escapist, warped, imagined,
constructed, healthy, unhealthy, deluded, restricted, invented,
misconceived, confused, fragmented
Death of a Salesman
• In Death of A Salesman many of the male characters have a _______ version of reality. This puts them at odds with...
Types of realityFactual, honest, created,
desired, emotional, escapist, warped, imagined,
constructed, healthy, unhealthy, deluded, restricted, invented,
misconceived, confused, fragmented
Spies
• In Spies, Stephen’s version of reality as a child is initially__________. This is different to...
Types of realityFactual, honest, created,
desired, emotional, escapist, warped, imagined,
constructed, healthy, unhealthy, deluded, restricted, invented,
misconceived, confused, fragmented
Each paragraph about one idea
• Some fantasies provide healthy outlets for us. It’s normal to dream about what we might be one day - even though we realise it could be beyond us. What is unhealthy is when...
Whose:The powerful vs. The
powerlessThe group vs. The
individualMales vs. Females
The old vs. The youngThe knowing vs. The
naiveParents vs. children
The story teller vs. the audience
Bring in other examples
Types of realityFactual, honest, created,
desired, emotional, escapist, warped, imagined,
constructed, healthy, unhealthy, deluded, restricted, invented,
misconceived, confused, fragmented
Persuasive
• ‘We can evade “reality” but we cannot avoid the consequences of doing so.’
• If we are to be truly happy, we must deal with the consequences of reality.
Propositions*We must/must
not...always/never/sometimes
*We should/should not...always/never/
sometimes
‘Sometimes people find themselves living in a world created by other people.’
‘We do not see things as they are. We see them as we are.’
‘Reality is always shaped by those with the most power.’
Creative writingBad reasons for
choosing the creative option:
*I think it’s easy*I don’t want to study*I’ve got a great idea
for one story
Good reasons for choosing the creative option
*I’m confident about creative writing
*I’m prepared to practice creative writing
*I’ve got a good idea for a character and setting that’s
relevant to the context
Characters and situations
Character types:*A younger person who feels their notion of
reality has been twisted by older people (Death of A Salesman)
*A younger person who does not fully understand what the older people around him
are doing (Spies)
Character + Scenarios• ‘We can evade “reality” but we cannot avoid
the consequences of doing so.’
• A boy of average sporting ability has been brought up to believe he is a sporting star. He must confront the reality that he is only average. (Get’s a letter saying he has not got a sporting scholarship)
• A boy’s parents are divorcing. He refuses to believe it. (He locks himself in his bedroom and thinks when he opens the door everything will be normal)
Cosi and On The Waterfront
• Be able to use a range of examples
• Be able to write about these texts as a play and as a film
Cosi and On The Waterfront
Cosi and On The Waterfront
LewisLucyNickJustinDougRoyRuth
Cherry
ZacHenry Julie
TerryEdie
Fr. Barry
Johnny Friendly
CharleyKayo Dugan
TommyGlover
Pop DoyleBig Mac
Mutt
Cosi and On The Waterfront
Cosi and On The Waterfront
• Stage directions (particularly to describe
Lewis)• Structure of the play• Visual setting: darkness,
burnt out theatre
• Use of music• Visual motifs: jacket, fog, closed and open spaces,
fences• Use of close ups (cab
scene)
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